[meteorite-list] To the dreamers

[Dave Freeman mjwy]

Dear Gentlemen, List;
I experienced an issue with two sides similar to this about ten years 
ago.   Scientific rocks..ones to study, and pretty rocks...ones that 
require appreciation despite scientific  importance.  In the  real world 
of total experience, one needs to ideally appreciate both.
In the meteorite world, we all love a grand carbonaceous chondrite with 
CIA's, amino acids,  but aren't pallesites just as cool?
As with our quest for astronomy, one needs to take time to appreciate as 
well as study. 
Left handed and right hand proficient,
Dave F.

lebofsky at lpl.arizona.edu wrote:

>Hi Darren:
>
>I do not disagree with you on that. From an education point of view (I am
>trying to teach them astronomy), you want your students to understand what
>is going on with the sky. But at the same time, you want them to
>appreciate the wonders of the night sky (in this case) and with this
>appreciation comes understanding (I hope).
>
>In my case, with students who will not become scientists, first comes the
>awareness of what is up there (you can see the Moon during the day?). If
>they then learn something, then that is important too. At least I got them
>out there and appreciating/enjoying Nature and got them away from their
>textbooks (yeh, right) and their computers and video games.
>
>Larry
>
>  
>
>On Sun, April 8, 2007 8:55 pm, Darren Garrison wrote:
>  
>
>>On Sun, 8 Apr 2007 10:52:01 -0700 (MST), you wrote:
>>
>>
>>    
>>
>>>Hi Mal:
>>>
>>>
>>>We (actually Nancy) uses this at every teacher workshop that we do. It
>>>really points out the importance of learning astronomy (or any other
>>>science) by doing it and not just lecturing!
>>>
>>>      
>>>
>>That kind of goes against what I always thought Whitman's point in the
>>poem was-- that you should enjoy nature, not try to break it down and
>>analyze it. Sort of an anti-scientific statement, not a field-work vs. lab
>>work argument.
>>
>>Whitman always struck me as a bit of a weirdo.  :-)
>>
>>
>>    
>>
>
>
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>  
>
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